Harlem Renaissance Lesson Plan


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This is a lesson plan for a Harlem Renaissance webquest.

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Harlem Renaissance Lesson Plan

  1. 1. Mary Jasperse Direct Instruction Lesson Plan Date: Fall 2015 Grade Level: 10 Target Students: Whole class Theme/Topic: Students will explore the history of the Harlem Renaissance and analyze the various artistic works that resulted from it. They will work to identify common themes that are emphasized in those artistic pieces, particularly in four poems: Langston Hughes’ “The Negro Speaks of Rivers”, Countee Cullen’s “Incident”, Jean Toomer’s “A Certain Man”, and Langston Hughes’ “Theme for English B”. This will be accomplished by completing a webquest with an accompanying worksheet which will be followed by brainstorming for an upcoming essay that synthesizes that information. Rationale: Students will be better able to use historical facts to put works of literature, or other artistic works, into context. This will, in turn, prepare students to synthesize this information in writing, both creatively and critically. Common Core State and/or NC Essential Standards: CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account. (The research and activities we complete for this standard leads to a writing activity that deals with the following two standards.) CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. ISTE Standards: 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing.
  2. 2. Mary Jasperse Behavioral Objectives / Performance Objective Students will be able to: Students will analyze multiple historical sources and several artistic works to better understand the Harlem Renaissance and the literature it produced with special attention to which aspects of the African-American experience are emphasized. Students will complete a webquest on the Harlem Renaissance with an accompanying worksheet that will then be graded. After choosing a writing prompt, students will then complete a web-based bubble chart to organize their thoughts for an upcoming essay and share it with peers. Student Friendly Objective or Essential Question: 1. What historical conditions influenced/affected and inspired the artists of the Harlem Renaissance? 2. How is the Harlem Renaissance similar to the Renaissance that occurred a few hundred years before in Europe? How is it different? 3. Are there any recurring themes in the art, music, and literature produced? If so, what are they? Why are they significant? Materials: webquest and worksheets (available online), access to computers (either computer lab, mobile lab, or BYOT)
  3. 3. Mary Jasperse Time: 10 minutes Lesson Activities Review/Hook: I will prompt the class to explain the Renaissance and then encourage them to think of a similar outburst of creativity in the United States. Teacher Input: I will direct students to the online webquest. The link is: 5 minutes http://zunal.com/webquest.php?w=217909. The directions are on the webquest, but we will go over general expectations such as appropriate time management. The students will be instructed that at the end of class they are to create a bubble map on https://bubbl.us/ for their chosen prompt and share it with a classmate for feedback after completing the webquest. Independent Practice: Each student will complete the webquest and worksheet available at: 45 minutes http://zunal.com/webquest.php?w=217909. Closure of the Lesson: After completing the webquest, each student will brainstorm ideas for his or her writing assignment and complete a bubble map on https://bubbl.us/. This will then be sent to me 15 minutes and a peer so that students can discuss ideas during the following class. As a class, we will discuss the timeline of the essays, i.e. when the first draft is due, etc. Evaluation/Assessment of Student Learning Summative: The worksheet will be graded on completion, accuracy (when applicable) and effort. Formative: Bubble maps will be reviewed to make sure students are on the right track. Supervising Teacher’s Signature: Student Teacher’s Signature: Plans for Individual Differences Early Finishers: Students that finish early can begin planning or outlining the essay that was listed at the end of the webquest. Late Finishers: Students that do not finish during class can finish the webquest and bubble map at home to turn in the next class period. Extension of Lesson: If students want to learn more about the Harlem Renaissance (which I really hope they do), I will direct them to the following sites: http://www.pbs.org/wnet/jimcrow/stories_events_harlem.html http://www.jcu.edu/harlem/. Additional texts, like the works of Zora Neale Hurston and Jean Toomer, are available in the library. Exceptionalities: The webquest includes a variety of different types of media: text, video, audio, and images. Also, students can work at their own paces. The bubble maps will help students gather their thoughts before writing their essays.
  4. 4. Mary Jasperse English Language Learners: Students struggling with English can partner with another student if they choose to. The multimedia information should help foster understanding for some aspects of the assignment. I will be available to help explain the essay that is assigned at the end. 21st Century Skills: The entire assignment utilizes internet resources. Students have access to a wide variety of sources. Furthermore, students are able to share brainstorming with me and their peers which will greatly help in the editing process. Learning Styles/Preferences: Visual, verbal, and auditory styles are utilized in this lesson.